Primarily, school’s macro environment. It is, therefore, impractical to

Primarily, this research paper seeks toanalyze the impact of a decentralized system of educational management (UK)towards a centralized system such as that of Greece.

With a background inHistory and Archaeology, an analysis of middle-leadership of UK school relatingto the Greek academic system would enable a deeper identification of the issuesaffecting the latter. This scenario would create a solution towards quellingthese issues and moving Greek education at par with the British systemregarding middle management. It has been proven that middle management has anintegral impact upon schooling such as the fact that OECD data in the UKdisplays a 75% achievement disparity between the advantaged and disadvantagedchildren may be attributed to their performance levels within a school(Dimmock, 2012).

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This discrepancy is edged out through greater focus on eachstudent conducted through an exemplary focus on learning and teaching for everydepartment trickling down to every subject. These intricate details areexceptionally high for the upper management such as the head teacher to deal,and thus it is charged with middle-level management.There is also an incremental need formiddle-leadership within educational facilities as they have been realized tobe the backbone of improved educational performance in the UK and thus shouldtranscend to Greece for the enhancement of their educational system. The Greeksystem lacks strong middle management, and their system emphasizes the role ofthe headmaster who is charged with a myriad of responsibilities. Thus, theheadmaster would not be in a position to handle duties that are supposed to bein the hands of middle management.

In general, the Greek educational system isbureaucratic, and thus the roles of the headmaster are; establishing andensuring that the school’s vision is realized. Additionally, this method alsoidentifies and forms a school culture, to teach and tutor students, imparting agood relationship between the school and the parents among other individualswithin the school’s macro environment. It is, therefore, impractical to expectthat a Greek headteacher would be in a position to conduct both middle andupper-level management (Gravani & John, 2005). Consequently, it isimperative to establish a middle-management structure as strong as that in theUK.